{Assessment Validation Process for the Vocational Training Bodies within Australia's training sector An Exhaustive Guide

{Assessment Validation Process for the Vocational Training Bodies within Australia's training sector An Exhaustive Guide

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Introduction

Registered Training Organisations (RTOs) have numerous obligations upon registration, such as yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validation of assessments frequently stands out. While validation has been reviewed in multiple articles, let's revisit the fundamental principles. The Australian Skills Quality Authority describes assessment validation as quality assurance of the assessment process.

Essentially, validation of assessments is focused on identifying which parts of an RTO’s assessment procedures are effective and which need improvement. With a proper grasp of its key aspects, validation becomes less daunting. According to Clause 1.8 of the SRTOs 2015, RTOs must ensure their assessment systems, including RPL, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The regulations require two types of validation. The first type of assessment validation guarantees adherence to the training package assessment requirements within your organisation's scope. The subsequent validation ensures that assessments adhere to the Principles of Assessment and rules of evidence. This suggests that validation is carried out pre- and post-assessment. This article will focus on the initial type—validation of assessment tools.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Also called pre-assessment validation or verification, relates to the initial part of the clause, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The aim of assessment tool validation is to make sure that all elements, performance criteria, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you get new training materials, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Validate new resources right away to verify they are appropriate for students.

Nevertheless, this isn't the only occasion to conduct this type of validation. Conduct validation of assessment tools also when you:

- Upgrade your resources
- Introduce new training products on scope
- Check your course against training product updates
- Recognise your learning resources as a risk during your risk assessment

ASQA uses a risk-based approach for regulating RTOs and requires regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.

Training Products to Validate

Remember that this validation guarantees adherence of all learning resources before use. All RTOs must validate materials for each course unit.

Resources Required for Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your educational resources:

- Mapping Resource: The first document to review. It identifies which assessment items meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also check if guidelines for evaluators are sufficient and website if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include evaluation checklists, registers, and forms designed separately from the learner workbook and marking guide. Validate these to ensure they fit the assessment task and meet unit requirements.

Assessment Validation Panel

Clause 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including industry experts.

Collectively, your panel must have:

- Workplace Competencies and Current Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles Guiding Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?

Key Considerations for Assessment Validation

Pay attention to the action words in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:

- Change nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies

Common Pitfalls

Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge evidence), students should be doing the tasks.

Watch Out for the Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care demands the students to complete the tasks at least once on two different babies under 12 months of age. Having students complete the tasks listed twice on just one baby won’t cut it.

All or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must meet all specifications, or the student is incompetent, and the evaluation tool is not compliant.

Be Specific!

Each assessment item must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or assessors.

Double-Barrelled Questions: Avoid Them

Not using double-barrelled questions makes it easier for students to respond and for trainers to accurately judge student competence.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.

By following these guidelines and understanding the assessment principles and evidence rules, you can ensure that your assessment tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.